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All Journal Indonesian TESOL Journal Al-Irsyad: Journal of Education Science e-Journal of ELTS (English Language Teaching Society)
Yulie Asni
Institut Agama Islam Negeri Parepare
Education Languange, Linguistic, Communication & Media

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THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD TO IMPROVE STUDENTS SPEAKING SKILL Ilyas S; Mujahidah Mujahidah; Yulie Asni
Al-Irsyad: Journal of Education Science Vol 2 No 2 (2023): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v2i2.79

Abstract

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students  that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.
SEMANTRIS GOOGLE AI-BASED LEARNING TO ENHANCE STUDENTS’ VOCABULARY MASTERY Fathur Rahman Arif Hasan; Adi Isma; Ambo Dalle; Yulie Asni
Al-Irsyad: Journal of Education Science Vol 3 No 1 (2024): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v3i1.94

Abstract

Semantris Google AI-Based Learning research has examined the students' disinterest and low level of vocabulary acquisition in English subject at MTs DDI Takkalasi. The students cited difficulty in pronunciation and other reasons for their lack of enthusiasm towards English as a difficult subject. This lack of interest and motivation is due to the absence of an interesting and enjoyable learning environment, which hinders students' ability to concentrate on their studies. In addition, the limited application of modern technology in the learning process makes this a problem that must be addressed given the increasingly advanced era. The research employed a quasi-experimental design to investigate the effectiveness of an intervention in improving students' English language proficiency. The study utilized a quantitative approach, conducting pre-test and post-test analyses to measure the impact of the intervention. The pre-test served as a baseline measurement, while the post-test assessed the outcomes after implementing the intervention. The researcher employed a quota sampling technique to select participants. The results of the Semantris Google AI-Based Learning study showed a significant difference in vocabulary improvement between the two groups, as evidenced by the T-count value of 6.858, exceeding the critical T-table value of 2.060. The rejection of the null hypothesis (H0) is supported by the mean N gain value of 0.4249 obtained from the experimental class, which falls within the moderate range according to the N gain table. This finding confirms that the use of Semantris Google AI-Based Learning is very effective in improving the vocabulary mastery of MTs DDI Takkalasi students.
EXPLORING TRANSLANGUAGING PRACTICES AS A PEDAGOGICAL STRATEGY IN TEACHING ENGLISH AT VOCATIONAL HIGH SCHOOL Nafisah Ainiyyah; Yulie Asni; Zulfah Fakhruddin; Abdul Haris Sunubi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6317

Abstract

This study aims to describe the implementation of translanguaging practices by English teachers in vocational high school classrooms and to explore the perceived benefits and challenges of this pedagogical strategy. Utilizing a field-based qualitative descriptive approach, the research was conducted at SMKN 3 Parepare, involving one English teacher and eight students. Data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching modules, then analyzed using the Miles and Huberman interaction model. The findings reveal that translanguaging is primarily implemented as a spontaneous, rather than planned, instructional response. It serves crucial functions in classroom management, cognitive scaffolding—particularly in grammar instruction by comparing local languages (Buginese and Indonesian) with English—and facilitating student interaction. The perceived benefits include bridged comprehension, reduced speaking anxiety, and increased student confidence. However, a significant challenge emerged regarding students' limited basic vocabulary, leading to a high risk of dependency on their native languages. These findings imply that educators should adopt a flexible, linguistically inclusive approach rather than strict English-only policies, validating students' multilingual resources as cognitive bridges. Nevertheless, teachers must manage translanguaging systematically to prevent over-reliance on the first language and gradually guide students toward English independence
Between Flexibility and Language Exposure: Translanguaging and Language Immersion Perceptions in University English Classrooms Yulie Asni; Hasmi Hasmi; Rezkiani Nur Amalia
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.10388

Abstract

In multilingual English classrooms, the use of translanguaging has grown into a pedagogical issue, particularly in balancing comprehension of learners and target language exposure. This study aims to explore lecturers’ and students’ perceptions of translanguaging and language immersion as pedagogical tools in the English language learning process. A qualitative case study design was employed. Data were collected through classroom observations and semi-structured interviews with lecturers and undergraduate students in the English Education Department of IAIN Parepare, Indonesia, and analyzed thematically. The findings show that both lecturers and students perceive translanguaging and language immersion as complementary instructional practices. Translanguaging was viewed as facilitating comprehension, promoting classroom inclusion, and reducing learners’ anxiety by lowering the affective filter, as proposed in Krashen’s theory, by allowing the use of Bahasa Indonesia and local languages. In contrast, language immersion was perceived as enhancing students’ fluency, confidence, and authentic use of English through sustained exposure and communicative practice. However, participants emphasized that immersion is most effective when implemented flexibly and supported by translanguaging, particularly for learners with diverse proficiency levels. The study highlights the importance of integrating flexibility and language exposure to support English language learning in multilingual higher education contexts.
Co-Authors Abdul Haris Sunubi Adi Isma Ambo Dalle Fathur Rahman Arif Hasan Hasmi Hasmi Ilyas S Mujahidah Nafisah Ainiyyah Rezkiani Nur Amalia Zulfah